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Common Core Teaching Standards

(Maine 2012)

Standard # 1 Learner Development Essential Knowledge:


The teacher understands how students learn and 1(d) Understands how learning occurs – how
develop, recognizing that patterns of learning learners construct knowledge, acquire skills, and
and development vary individually within and develop disciplined thinking processes – and
across the cognitive, linguistic, social, emotional, knows how to use instructional strategies that
and physical areas, and designs and implements promote student learning.
developmentally appropriate and challenging
learning experiences. 1(e) Understands that each learner’s cognitive,
linguistic, social, emotional, and physical
Performance: development influences learning and knows how
1(a) Regularly assesses individual and group to make instructional decisions that build on
performance in order to design and modify learners’ strengths and needs.
instruction to meet learners’ needs in each area
of development (cognitive, linguistic, social, 1(f) Identifies readiness for learning, and
emotional, and physical) and scaffolds the next understands how development in any one area
level of development. may affect performance in others.

1(b) Creates developmentally appropriate 1(g) Understands the role of language and
instruction that takes into account individual culture in learning and knows how to modify
learners’ strengths, interests and needs and that instruction to make language comprehensible
enables each learner to advance and accelerate and instruction relevant, accessible, and
his/her learning. challenging.

1(c) Collaborates with families, communities, Critical Dispositions:


colleagues and other professionals to promote 1(h) Respects learner’s differing strengths and
learner growth and development. needs and is committed to using this information
to further each learner’s development.

1(i) Is committed to using learners’ strengths as


a basis for growth, and their misconceptions as
opportunities for learning.

1(j) Takes responsibility for promoting learner’s


growth and development.

1(k) Values the input and contribution of


families, colleagues, and other professionals in
understanding and supporting each learner’s
development.
Standard #2 Learning Differences Essential Knowledge:
The teacher uses understanding of individual 2 (g) Understands and identifies differences in
differences and diverse cultures and approaches to learning and performance and
communities to ensure inclusive learning knows how to design instruction that uses each
environments that allow each learner to reach student's strengths to promote growth.
his/her full potential.
2 (h) Understands students' exceptional learning
Performance: needs (both disabilities and giftedness) and
2(a) Designs, adapts, and delivers instruction to knows how to use strategies and resources to
address each student’s diverse learning serve these needs.
strengths and needs and creates opportunities
for students to demonstrate their learning in 2 (i) Knows about second language acquisition
different ways. processes and knows how to incorporate
instructional strategies and resources to support
2 (b) Makes appropriate and timely provisions language acquisition.
(e.g. pacing for individual rates of growth, task
demands, communication, assessment, and 2 (j) Understands that learners bring assets for
response modes) for individual students with learning based on their individual experiences,
particular learning differences or needs. abilities, talents, and prior learning, and peer and
social group interactions, as well as language,
2 (c) Designs instruction to build on learners’ culture, family, and community values.
prior knowledge and experiences, allowing
learners to accelerate as they demonstrate their 2 (k) Knows how to access information about the
understandings. values and norms of diverse cultures and
communities and how to incorporate students'
2 (d) Brings multiple perspectives to the experiences, cultures, and community resources
discussion of content, including attention to into instruction.
learners' personal, family, and community
experiences and cultural norms. Critical Dispositions:
2 (l) Believes that all learners can achieve at high
2 (e) Incorporates tools of language levels and persists in helping each learner reach
development into planning and instruction, his/her full potential.
including strategies for making content
accessible to English language learners and for 2(m) Respects learners as individuals with
evaluating and supporting their development of differing personal and family backgrounds and
English proficiency. various skills, abilities, perspectives, talents, and
interests.
2 (f) Accesses resources, supports, and
specialized assistance and services to meet 2 (n) Makes learners feel valued and helps them
particular learning differences or needs. learn to value each other.

2 (o) Values diverse languages and dialects and


seeks to integrate them into his/her
instructional practice to engage students in
learning.
Standard #3 Learning Environments Essential Knowledge:
The teacher works with learners to create 3 (i) Understands the relationship between
environments that support individual and motivation and engagement and knows how to
collaborative learning, encouraging positive design learning experiences using strategies that
social interaction, active engagement in learning, build learner self direction and ownership of
and self motivation. learning.

Performance: 3 (j) Knows how to help learners work


3(a) Collaborates with learners, families, and productively and cooperatively with each other
colleagues to build a safe, positive learning to achieve learning goals.
climate of openness, mutual respect, support,
and inquiry. 3 (k) Knows how to collaborate with learners to
establish and monitor elements of a safe and
3 (b) Develops learning experiences that engage productive learning environment including
learners in collaborative and self-directed norms, expectations, routines, and
learning and that extend learner interaction with organizational structures.
ideas and people locally and globally.
3 (l) Understands how learner diversity can
3 (c) Collaborates with learners and colleagues affect communication and knows how to
to develop shared values and expectations for communicate effectively in differing
respectful interactions, rigorous academic environments.
discussions, and individual and group
responsibility for quality work. 3 (m) Knows how to use technologies and how to
guide learners to apply them in appropriate, safe,
3 (d) Manages the learning environment to and effective ways.
actively and equitably engage learners by
organizing, allocating, and coordinating the Critical Dispositions:
resources of time, space, and learners’ attention. 3 (n) Is committed to working with learners,
colleagues, families, and communities to
3 (e) Uses a variety of methods to engage establish positive and supportive learning
learners in evaluating the learning environment environments.
and collaborates with learners to make
appropriate adjustments. 3 (o) Values the role of learners in promoting
each other’s learning and recognizes the
3 (f) Communicates verbally and nonverbally in importance of peer relationships in establishing
ways that demonstrate respect for and a climate of learning.
responsiveness to the cultural backgrounds and
differing perspectives learners bring to the 3 (p) Is committed to supporting learners as they
learning environment. participate in decision making, engage in
exploration and invention, work collaboratively
3 (g) Promotes responsible learner use of and independently, and engage in purposeful
interactive technologies to extend the learning.
possibilities for learning locally and globally.
3 (q) Seeks to foster respectful communication
3 (h) Intentionally builds learner capacity to among all members of the learning community.
collaborate in face-to-face and virtual
environments through applying effective 3 (r) Is a thoughtful and responsive listener and
interpersonal communication skills. observer.
Standard #4 Content Knowledge 4 (i) Accesses school and/or district-based
The teacher understands the central concepts, resources to evaluate the learner’s content
tools of inquiry, and structures of the knowledge in their primary language.
discipline(s) he or she teaches and creates
learning experiences that make these aspects of Essential Knowledge:
the discipline accessible and meaningful for 4 (j) Understands major concepts, assumptions,
learners. debates, processes of inquiry, and ways of
knowing that are central to the discipline(s) s/he
Performance: teaches.
4 (a) Effectively uses multiple representations
and explanations that capture key ideas in the 4 (k) Understands common misconceptions in
discipline, guide learners through learning learning the discipline and how to guide learners
progressions, and promote each learner’s to accurate conceptual understanding.
achievement of content standards.
4 (l) Knows and uses the academic language of
4 (b) Engages students in learning experiences in the discipline and knows how to make it
the discipline(s) that encourage learners to accessible to learners.
understand, question, and analyze ideas from
diverse perspectives so that they master the 4 (m) Knows how to integrate culturally relevant
content. content to build on learners' background
knowledge.
4 (c) Engages students in applying methods of
inquiry and standards of evidence used in the 4 (n) Has a deep knowledge of student content
discipline. standards and learning progressions in the
discipline(s) s/he teaches.
4 (d) Stimulates student reflection on prior
content knowledge, links new concepts to Critical Dispositions:
familiar concepts, and makes connections to 4 (o) Realizes that content knowledge is not a
learners' experiences. fixed body of facts but is complex, culturally
situated, and ever evolving. S/he keeps abreast
4 (e) Recognizes learner misconceptions in a of new ideas and understandings in the field.
discipline that interfere with learning and,
creates experiences to build accurate conceptual 4 (p) Appreciates multiple perspectives within
understanding. the discipline and facilitates learners’ critical
analysis of these perspectives.
4 (f) Evaluates and modifies instructional
resources and curriculum materials for their 4 (q) Recognizes the potential bias in his/her
comprehensiveness, accuracy for representing representation of the discipline and seeks to
particular concepts in the discipline, and appropriately address problems of bias
appropriateness for his/her learners.
4 (r) Is committed to work toward each learner’s
4 (g) Uses supplementary resources and mastery of disciplinary content and skills.
technologies effectively to ensure accessibility
and relevance to all learners.

4 (h) Creates opportunities for students to learn,


practice, and master academic language in their
content.
Standard #5 Innovative Applications of Content Essential Knowledge:
The teacher understands how to connect concepts 5 (i) Understands the ways of knowing in his/her
and use differing perspectives to engage learners discipline, how it relates to other disciplinary
in critical/creative thinking and collaborative approaches to inquiry, and the strengths and
problem solving related to authentic local and limitations of each approach in addressing
global issues. problems, issues and concerns.

Performance: 5 (j) Understands how current interdisciplinary


5 (a) Develops and implements projects that guide themes (e.g., civic literacy, health literacy, global
learners in analyzing the complexities of an issue awareness) connect to the core subjects and knows
or question using perspectives from varied how to weave those themes into meaningful
disciplines and cross-disciplinary skills (e.g., a learning experiences.
water quality study that draws upon biology and
chemistry to look at factual information and social 5 (k) Understands the demands of accessing and
studies to examine policy implications). managing information as well as how to evaluate
issues of ethics and quality related to information
5 (b) Engages learners in applying content and its use.
knowledge to real world problems through the
lens of interdisciplinary themes (e.g., financial 5 (l) Understands how to use digital and
literacy, environmental literacy). interactive technologies for efficiently and
effectively achieving specific learning goals.
5 (c) Facilitates learners’ use of content tools and
resources to maximize content learning in varied 5 (m) Understands critical thinking processes and
contexts. knows how to help learners develop high level
questioning skills to promote their independent
5 (d) Engages learners in questioning and learning.
challenging assumptions and approaches in order
to foster innovation and problem solving in local 5 (n) Understands communication modes and
and global contexts. skills as vehicles for learning (e.g., information
gathering and processing) across disciplines as
5 (e) Develops learners' communication skills in well as vehicles for expressing learning.
disciplinary and interdisciplinary contexts by
creating meaningful opportunities to employ a 5 (o) Understands creative thinking processes and
variety of forms of communication that address how to engage learners in producing original
varied audiences and purposes. work.

5 (f) Engages learners in generating and evaluating 5 (p) Knows where and how to access resources to
new ideas and novel approaches, seeking build global awareness and understanding, and
inventive solutions to problems, and developing how to integrate them into the curriculum.
original work.
Critical Dispositions:
5 (g) Facilitates learners’ ability to develop diverse 5 (q) Is constantly exploring how to use
social and cultural perspectives that expand their disciplinary knowledge as a lens to address local
understanding of local and global issues and create and global issues.
novel approaches to solving problems.
5 (r) Values knowledge outside his/her own
5 (h) Develops and implements supports for content area and how such knowledge enhances
learner literacy development across content areas. student learning.

5 (s) Values flexible learning environments that


encourage learner exploration, discovery and
expression across content areas.
Standard #6 Assessment 6 (k) Understands the range of types and multiple
The teacher understands and uses multiple methods purposes of assessment and how to design, adapt, or
of assessment to engage learners in their own select appropriate assessments to address specific
growth, to document learner progress, and to guide learning goals and individual differences, and to
the teacher’s on-going planning and instruction. minimize sources of bias.

Performance: 6 (l) Knows how to analyze assessment data to


6 (a) Balances the use of formative and summative understand patterns and gaps in learning, to guide
assessment as appropriate to support, verify, and planning and instruction, and to provide meaningful
document learning. feedback to all learners.

6 (b) Designs assessments that match learning 6 (m) Knows when and how to engage learners in
objectives with assessment methods and minimizes analyzing their own assessment results and in
sources of bias that can distort assessment results. helping to set goals for their own learning.

6 (c) Works independently and collaboratively to 6 (n) Understands the positive impact of effective
examine test and other performance data to descriptive feedback for learners and knows a variety
understand each learner’s progress and to guide of strategies for communicating this feedback.
planning.
6 (o) Knows when and how to evaluate and report
6 (d) Engages learners in understanding and learner progress against standards.
identifying quality work and provides them with
effective descriptive feedback to guide their progress 6 (p) Understands how to prepare learners for
toward that work. assessments and how to make accommodations in
assessments and testing conditions, especially for
6 (e) Engages learners in multiple ways of learners with disabilities and language learning
demonstrating knowledge and skill as part of the needs.
assessment process.
Critical Dispositions:
6 (f) Models and structures processes that guide 6 (q) Is committed to engaging learners actively in
learners in examining their own thinking and assessment processes and to developing each
learning as well as the performance of others. learner’s capacity to review and communicate about
their own progress and learning.
6 (g) Effectively uses multiple and appropriate types
of assessment data to identify each student’s learning 6 (r) Takes responsibility for aligning instruction and
needs and to develop differentiated learning assessment with learning goals.
experiences.
6 (s) Is committed to providing timely and effective
6 (h) Prepares all learners for the demands of descriptive feedback to learners on their progress.
particular assessment formats and makes
appropriate accommodations in assessments or 6 (t) Is committed to using multiple types of
testing conditions, especially for learners with assessment processes to support, verify, and
disabilities and language learning needs. document learning.

6 (i) Continually seeks appropriate ways to 6 (u) Is committed to making accommodations in


employ technology to support assessment practice assessments and testing conditions, especially for
both to engage learners more fully and to assess and learners with disabilities and language learning
address learner needs. needs.

Essential Knowledge: 6 (v) Is committed to the ethical use of various


6 (j) Understands the differences between formative assessments and assessment data to identify learner
and summative applications of assessment and strengths and needs to promote learner growth.
knows how and when to use each.
Standard #7 Planning for Instruction Essential Knowledge:
The teacher draws upon knowledge of content 7 (g) Understands content and content
areas, cross-disciplinary skills, learners, the standards and how these are organized in
community, and pedagogy to plan instruction curriculum.
that supports every student in meeting rigorous
learning goals. 7 (h) Understands how integrating cross-
disciplinary skills in instruction engage learners
Performance: purposefully in applying content knowledge.
7 (a) Individually and collaboratively selects and
creates learning experiences that are 7 (i) Understands learning theory, human
appropriate for curriculum goals and content development, cultural diversity, and individual
standards, and are relevant to learners. differences and how these impact on-going
planning.
7 (b) Plans how to achieve student learning 7 (j) Understands the strengths and needs of
goals, choosing appropriate strategies and individual learners and how to plan instruction
accommodations, resources and materials to that is responsive to these strengths and needs.
differentiate instruction for individuals and
groups of learners. 7 (k) Knows a range of evidence-based
instructional strategies, resources, and
7 (c) Develops appropriate sequencing of technological tools and how to use them
learning experiences and provides multiple ways effectively to plan instruction that meets diverse
to demonstrate knowledge and skill. learning needs.

7 (d) Plans for instruction based on formative 7 (l) Knows when and how to adjust plans based
and summative assessment data, prior learner on assessment information and learner
knowledge, and learner interest. responses.

7 (e) Plans collaboratively with professionals 7 (m) Knows when and how to access resources
who have specialized expertise (e.g., special and collaborate with others to support student
educators, related service providers, language learning (e.g., special educators, related service
learning specialists, librarians, media specialists) specialists, language learner specialists, media
to design and jointly deliver as appropriate specialists, community organizations).
learning experiences to meet unique learning
needs. Critical Dispositions:
7 (n) Respects students’ diverse strengths and
7 (f) Evaluates plans in relation to short-and- needs and is committed to using this information
long-range goals and systematically adjusts to plan effective instruction.
plans to meet each student’s learning needs and
enhance learning. 7 (o) Values planning as a collegial activity that
takes into consideration the input of learners,
colleagues, families, and the larger community.

7 (p) Takes professional responsibility to use


short-and-long-term planning as a means of
assuring student learning.

7 (q) Believes that plans must always be open to


adjustment and revision based on learner needs
and changing circumstances.
Standard #8 Instructional Strategies Essential Knowledge:
The teacher understands and uses a variety of 8 (j) Understands the cognitive processes associated
instructional strategies to encourage learners to with various kinds of learning (e.g., critical and
develop deep understanding of content areas and creative thinking, problem framing and problem
their connections, and to build skills to access and solving, invention, memorization and recall) and how
appropriately apply information. these processes can be stimulated.

Performance: 8 (k) Knows how to apply a range of


8 (a) Uses appropriate strategies and resources to developmentally, culturally, and linguistically
adapt instruction to the needs of individuals and appropriate instructional strategies, to achieve
groups of learners. learning goals.

8 (b) Continuously monitors student learning, 8 (l) Knows when and how to use appropriate
engages learners in assessing their progress, and strategies to differentiate instruction and engage all
adjusts instruction in response to student learning learners in complex thinking and meaningful tasks.
needs.
8 (m) Understands how multiple forms of
8 (c) Collaborates with learners to design and communication (oral, written, nonverbal, digital,
implement relevant learning experiences, identify visual) convey ideas, foster self expression, and build
their strengths, and access family and community relationships.
resources to develop their areas of interest.
8 (n) Knows how to use a wide variety of resources,
8 (d) Varies his or her role in the instructional including human and technological, to engage
process (e.g., instructor, facilitator, coach, audience) student learning.
in relation to the content and purposes of instruction
and the needs of learners. 8 (o) Understands how content and skill
development can be supported by media and
8 (e) Provides multiple models and representations technology and knows how to evaluate these
of concepts and skills with opportunities for learners resources for quality, accuracy and effectiveness.
to demonstrate their knowledge through a variety of
products and performances. Critical Dispositions:
8 (p) Is committed to deepening awareness and
8 (f) Engages all learners in developing higher order understanding the strengths and needs of diverse
questioning skills and meta-cognitive processes. learners when planning and adjusting instruction.

8 (g) Engages students in using a range of learning 8 (q) Values the variety of ways that people
skills and technology tools to access, interpret, communicate and encourages learners to develop
evaluate, and apply information. and use multiple forms of communication.

8 (h) Uses a variety of instructional strategies to 8 (r) Is committed to exploring how the use of new
support and expand learners' communication and emerging technologies can support and promote
through speaking, listening, reading, writing, and student learning.
other modes.
8 (s) Values flexibility and reciprocity in the teaching
8 (i) Asks questions to stimulate discussion that process as necessary for adapting instruction to
serves different purposes, (e.g., probing for learner student responses, ideas, and needs.
understanding, helping students articulate their ideas
and thinking processes, promoting risk-taking and
problem-solving, facilitating factual recall,
stimulating curiosity, and helping learners to
question).
Standard #9 practice and to plan for
Reflection and Continuous Growth adaptations/adjustments.
The teacher is a reflective practitioner who uses
evidence to continually evaluate his/her 9 (h) Understands and knows how to use learner
practice, particularly the effects of his/her data to analyze practice and differentiate
choices and actions on others (students, families, instruction accordingly.
and other professionals in the learning
community), and adapts practice to meet the 9 (i) Understands how personal identity,
needs of each learner. worldview, and prior experience affect
perception and expectations, and recognizes
Performance: how they may bias behaviors and interactions
9 (a) Engages in ongoing learning opportunities with others.
to develop knowledge and skills in order to
provide all learners with engaging curriculum 9 (j) Understands laws related to learners’ rights
and learning experiences based on local and and teacher responsibilities (e.g., for educational
state standards. equity, appropriate education for learners with
disabilities, confidentiality, privacy, appropriate
9 (b) Engages in meaningful and appropriate treatment of learners, reporting in situations
professional learning experiences aligned with related to possible child abuse).
his/her own needs and the needs of the learners,
school, and system. 9 (k) Knows how to build and implement a plan
for professional growth directly aligned with
9 (c) Independently, and in collaboration with his/her needs as a growing professional using
colleagues, the teacher uses a variety of data feedback from teacher evaluations and
(e.g., systematic observation, information about observations, data on learner performance, and
learners, research) to evaluate the outcomes of school- and system-wide priorities.
teaching and learning and to adapt planning and
practice. Critical Dispositions:
9 (l) Takes responsibility for student learning
9 (d) Actively seeks professional, community, and uses ongoing analysis and reflection to
and technological resources, within and outside improve planning and practice.
the school, as supports for analysis, reflection,
and problem-solving. 9 (m) Is committed to deepening understanding
of his/her own frames of reference (e.g., culture,
9 (e) Reflects on his/her personal biases and gender, language, abilities, ways of knowing), the
accesses resources to deepen his/her own potential biases in these frames, and their impact
understanding of cultural, ethnic, gender, and on expectations for relationships with learners
learning differences to build stronger and their families.
relationships and create more relevant learning
experiences. 9 (n) Sees him/herself as a learner, continuously
seeking opportunities to draw upon current
9 (f) Advocates, models, and teaches safe, legal, education policy and research as sources of
and ethical use of information and technology analysis and reflection to improve practice.
including appropriate documentation of sources
and respect for others in the use of social media. 9 (o) Understands the expectations of the
profession including codes of ethics, professional
Essential Knowledge: standards of practice, and relevant law and
9 (g) Understands and knows how to use a policy.
variety of self-assessment and problem-solving
strategies to analyze and reflect on his/her
Standard #10 Collaboration Essential Knowledge:
The teacher seeks appropriate leadership roles and 10 (l) Understands schools as organizations within a
opportunities to take responsibility for student historical, cultural, political, and social context and
learning, to collaborate with learners, families, knows how to work with others across the system to
colleagues, other school professionals, and support learners.
community members to ensure learner growth, and
to advance the profession. 10 (m) Understands that alignment of family, school,
and community spheres of influence enhances
Performance: student learning and that discontinuity in these
10 (a) Takes an active role on the instructional team, spheres of influence interferes with learning.
giving and receiving feedback on practice, examining
learner work, analyzing data from multiple sources, 10 (n) Knows how to work with other adults and has
and sharing responsibility for decision making and developed skills in collaborative interaction
accountability for each student’s learning. appropriate for both face-to-face and virtual contexts.

10 (b) Works with other school professionals to plan 10 (o) Knows how to contribute to a common culture
and jointly facilitate learning on how to meet diverse that supports high expectations for student learning.
needs of learners.
Critical Dispositions:
10 (c) Engages collaboratively in the school-wide 10 (p) Actively shares responsibility for shaping and
effort to build a shared vision and supportive culture, supporting the mission of his/her school as one of
identify common goals, and monitor and evaluate advocacy for learners and accountability for their
progress toward those goals. success.

10 (d) Works collaboratively with learners and their 10 (q) Respects families’ beliefs, norms, and
families to establish mutual expectations and ongoing expectations and seeks to work collaboratively with
communication to support learner development and learners and families in setting and meeting
achievement. challenging goals.

10 (e) Works with school colleagues to build ongoing 10 (r) Takes initiative to grow and develop with
connections with community resources to enhance colleagues through interactions that enhance
student learning and well being. practice and support student learning.

10 (f) Engages in professional learning, contributes to 10 (s) Takes responsibility for contributing to and
the knowledge and skill of others, and works advancing the profession.
collaboratively to advance professional practice.
10 (t) Embraces the challenge of continuous
10 (g) Uses technological tools and a variety of improvement and change.
communication strategies to build local and global
learning communities that engage learners, families, Standard #11 Technology Standards for Teachers –
and colleagues. (NETS-T*): Effective teachers model and apply the
National Educational Technology Standards for Students
10 (h) Uses and generates meaningful research on (NETS-S**) as they design, implement, and assess
education issues and policies. learning experiences to engage students and improve
learning; enrich professional practice; and provide
10 (i,j) Seeks appropriate opportunities to model positive models for students, colleagues, and the
effective practice for colleagues, to lead professional community. Please see the following ISTE Standards
learning activities, and to serve in other leadership Teachers and ISTE Standards Students pages.
roles. *Now known as ISTE Standards Teachers
**Now known as ISTE Standards Students
10 (k) Takes on leadership roles at the school,
district, state, and/or national level and advocates for
learners, the school, the community, and the Rev. 8/14

profession. Taken from Chapter 114 of the Rule Chapters for the
Maine Department of Education:
http://www.maine.gov/sos/cec/rules/05/chaps05.htm